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Lesson 4 - Haka Dynamics and Performance

Cultural & Contemporary Expression

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Year 6

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Dance

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45 min

Big Question

How can we use powerful dynamics and formations to create an intimidating and culturally respectful Haka performance?

Learning Objectives

To develop a dance using an increased range of actions and dynamics appropriate for the Haka
To identify and apply appropriate dynamics and group formations for effective Haka performance
To perform with consistency and unity throughout the dance sequence

Key Outcomes

Students will demonstrate improved control of dynamics in their Haka performance
Students will work effectively in groups to refine and improve their dance sequences
Students will perform with confidence and cultural respect in a competitive dance-off format

Equipment & Resources Required

Music Player

1 set

Position for clear audio throughout dance space

Alternative: Portable speaker, tablet with speakers

Science Videos

Pre-loaded and tested before lesson

Alternative: Traditional Haka recordings, cultural documentary clips

Markers Cones

8-12

Mark performance areas and group boundaries

Alternative: Spots, chalk lines, tape marks

Clipboards

4-6

For peer assessment during dance-off

Alternative: Tablets, notebooks

Key Vocabulary

Dynamics

The way movements are performed - the energy, force and quality of the action

Haka

A traditional Māori ceremonial dance from New Zealand, often used to intimidate opponents or show respect

Unison

When all dancers perform the same movements at exactly the same time

Formation

The arrangement and positioning of dancers in space

Director

The person who watches, guides and suggests improvements to the performance

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students have learned four basic Haka movements from previous lessons
Understanding of simple dynamics in dance
Basic group work and formation skills

Current Skills

Advanced control of dynamics (soft, graceful, fast, strong)
Group leadership and direction skills
Performance confidence and stage presence

Next Steps

Creating original dance sequences with cultural themes
Advanced choreography and composition skills
Leading dance workshops for younger students

Milestone Indicators

Demonstrates clear contrast between different dynamics

Shows leadership when directing group improvements

Performs with commitment and cultural respect

Key Teaching Points

Cultural respect and understanding must underpin all Haka work
Dynamics are about HOW movements are performed, not changing the movements themselves
Director role develops crucial feedback and leadership skills
Competition should inspire excellence while maintaining cultural dignity
Unison and formation work require consistent practice and mutual support

Common Misconceptions

Thinking Haka is just aggressive shouting - explain the cultural depth and respect required
Believing dynamics mean changing the movements - clarify that it's changing the quality of performance
Assuming louder or more aggressive always wins - emphasise authentic cultural representation
Directors thinking they should criticise rather than constructively help improve
Groups competing for popularity rather than demonstrating cultural understanding and skill

SEN Adaptations

ADHD

Clear boundaries and expectations, regular movement breaks, specific roles during reflection time

dyspraxia

Extra time to learn sequences, simplified movements if needed, focus on personal improvement rather than comparison

autism spectrum

Clear structure and routine, advanced warning of competition format, quiet space available if needed

visual impairment

Clear verbal descriptions of dynamics, partner support for spatial awareness, tactile guidance for formations

hearing impairment

Visual demonstrations of all dynamics, written instruction cards, partner for communication support

physical disability

Adapted movements using available body parts, seated versions possible, focus on achievable dynamics

Cross-Curricular Links

English

Vocabulary development, descriptive language for movement qualities, discussion and evaluation skills

Geography

Learning about New Zealand, Pacific cultures, and cultural traditions from different countries

History

Understanding Māori culture and the historical significance of Haka in New Zealand traditions

PSHE

Respect for different cultures, giving and receiving feedback, leadership skills, managing competitive emotions

Teacher Guidance

Positioning

Circulate between groups during development, central viewing position for dance-off

Observation Focus

Cultural sensitivity, application of dynamics, group cooperation, performance confidence

Intervention Points

Step in if cultural respect is compromised, groups become frustrated, or safety concerns arise

Demonstration Notes

Model cultural respect throughout, show clear dynamic contrasts, demonstrate constructive feedback techniques

Verbal Cues

•'Remember the cultural meaning behind these movements'
•'Show the contrast between dynamics clearly'
•'Directors, be specific in your feedback'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 10m clear area, additional space for audience seating

Surface Check

Non-slip surface essential for dynamic movements, clear of obstacles

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Cones or markers stable and visible
•No trailing wires or trip hazards

Risk Management

Key Risks

•Collisions during high-energy movements
•Overexertion during competitive performances
•Emotional distress from competition pressure

Risk Mitigation

•Clear boundaries established for each group
•Regular breathing and hydration breaks
•Emphasis on cultural respect over winning
•Teacher monitoring for signs of fatigue or distress

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during development
•Monitor emotional responses during competition
•Watch for signs of cultural insensitivity

Emergency Procedures

Stop activity immediately for any safety concern, assess need for first aid, ensure emotional support available